Pre-project analysisfrom the experience of Municipal Educational Institution Secondary School No. 22 in Olenegorsk based on the compilation of a SWAT analysis table

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Project No. 1. Pre-project analysis

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Project and innovation management in an educational organization

Project No. 1. Pre-project analysis

from the experience of Municipal Educational Institution Secondary School No. 22 in Olenegorsk

Completed by: teacher of Municipal Educational Institution Secondary School No. 22 in Olenegorsk

Murmansk region Svetlana Evgenievna Melnikova

• What opportunities does the external environment provide for further development of the organization's strengths?

Realization of the creative potential of teachers through the exchange of experience at the municipal, regional and all-Russian levels.

Teachers of Municipal Educational Institution Secondary School No. 22 in Olenegorsk are repeatedly participants in methodological associations, speak at regional and all-Russian seminars, and participate in professional skills competitions, such as “Leader in Education”, “Pedagogical Find”, “Kaleidoscope of Pedagogical Ideas”, “Methodological Piggy Bank” .

Teachers also work at the “Olympiad Reserve School”.

• How can I compensate? weaknesses organizations based on capabilities external environment?

Since the school is geographically remote from the municipality and from the regional center, it is necessary to use distance educational technologies for students with increased motivation.

• What problems can be solved through the implementation of an educational project? Who can help with this?

Increasing the creative potential of teachers. Improving the material and methodological base. The school administration, as well as the immediate founder, can help with this.

Text 1 1

Approaches to defining the concept of “project”

Activity in situations of uncertainty.

Step by step activity.

The way to transform reality into the desired (ideal) state.

Target planning form.

A way for an organization to achieve goals for which there are no ready-made algorithms in the functioning of the organization (innovative activities, one-time specific action, etc.).

Activities aimed at achieving a specific goal in conditions of limited resources.

Distinctive features of the project:

The presence of a problem for which the project is being developed and implemented ( the design problem is usually broader organizational problems, which are born within the organization, it rather belongs to the category of social problems, such as, for example, problems of access to information, ensuring equal opportunities, the need to develop certain services, etc..);

Clearly limited group of beneficiaries and target group;

Planning from the problem (target planning);

Lack of an obvious procedure for achieving results;

Quantitative and qualitative results determined before the start of work.

Step-by-step presentation (planning) of activities;

Limited resources, including time resources (urgency);

Having a team with a clear internal distribution of roles.

The limited resources of a project lead to the need to establish, during its development, an adequate balance between resources and the quality of the result, as well as between individual types of resources:

Procedure for developing the project

Logical-structural diagram of the project

Text- description of the project at each of four levels: general goal, specific goal, project objectives (through results) and actions.

Indicators- measurable indicators at each level of the project description.

Measurement- a means of recording (fixing) indicators.

Assumptions- risk factors and limitations (-), which may have a negative impact on the progress and success of the project, or favorable factors (+), the disappearance (non-implementation) of which may have the same impact.

Vertical logic ( ) represents the project's intent, identifies cause-and-effect relationships, and identifies important assumptions and uncertainties beyond the project manager's control.

Horizontal logic ( ) refers to the measurement of the results of a project and the resources used by the project, which is done by defining the main indicators of measurement, as well as the means of verifying the accuracy of these measurements.

Text 2

Pre-project stage. Problem Analysis

Thesaurus

Under problem the contradiction between the desired future and the actual situation is understood.

The reason for the existence of a problem is a contradiction at a lower level that leads to the existence of the problem.

An unsolvable problem is a problem for which all the reasons for its existence (or the main reason) are external to the organization and, therefore, irreparable forces of the organization.

The most common errors in problem formulation are:

replacing a problem with a question,

For example, how to motivate residents to participate in landscaping?

replacing a problem with a task,

For example, provide regular transport links between points A and B.

replacing a problem with a difficulty (the problem does not concern the beneficiary),

For example, the heavy workload of municipal employees does not give them the opportunity to regularly engage in live communication with residents.

replacing the formulation of the problem with an indication of the area of ​​existence of the problem.

For example, there is a problem of dilapidated housing.

When posing a problem, the project author should carefully evaluate its correctness. The problem must be sufficiently detailed. It is impossible to correctly formulate the problem by limiting ourselves to the most general words. Any person not initiated into thinking about this problem should clearly understand what the authors of the formulation see as a contradiction.

Compare: “the methods used for clinical examination of the population do not meet the objectives of increasing coverage” and “in the process of organizing clinical examination, targeted treatment is not used.”

The statement of the problem should not be replaced by an assessment of the situation: in this case, the author also makes the mistake of poorly detailing the problem.

Compare: “The low level of legal literacy of participants in public organizations and associations” and “The level of legal literacy of participants in public organizations and associations does not allow them to adequately interact with authorities local government and the press."

Also, a typical mistake in defining a problem is to “ask for a solution.” This mistake often occurs when the author of a project development first sets (for some unknown reason) a specific goal, and then not so much analyzes the situation as “adjusts” it to his plan and formulates the problem based on the goal. A problem with an obvious solution is evidence of a serious violation of design technology, according to which the formulation of a goal must be preceded by the formulation of a problem and an analysis of ways to solve it. In other words, the author who made such a mistake clearly decided that he would do something, but why, why exactly this - he ignored such questions.

Another mistake made when working on a problem is substituting a contradiction. That is, when analyzing the situation, a contradiction between A and non-A is revealed, and A and B are given in the formulation of the problem.

As part of the problem analysis, it is necessary to address the problems faced by partners, recipients, or beneficiaries of the project. It is impossible to properly develop a project that takes into account the real needs of beneficiaries without analyzing the existing situation. However, the current situation is perceived differently by different stakeholder groups. It is therefore important at this stage to bring together representatives of all key stakeholders in an open discussion environment.

At the problem analysis stage, the negative aspects of the existing situation are established, as well as the cause-and-effect relationship between existing problems.

The problem analysis stage includes three stages.

1) identification, determination of parties whose interests are affected by the proposed project;

2) establishing the main problems facing project beneficiaries;

3) development of a problem tree to establish cause-and-effect relationships.

To successfully complete the first stage, follow these steps:

1. identify entities that will become recipients, beneficiaries, or may be interested in implementing the project;

2. study the needs of beneficiaries in the thematic field of the project, determine the degree of their satisfaction at present;

To complete this step, you can use published data, internal monitoring data, sociological research data, and also independently conduct a survey or interview with reference representatives of target groups.

3. describe the ideal situation. Indicate in detail exactly how and by what means the needs of the project beneficiaries will be met. Justify your idea about d O false;

4. state what the interests of the “stakeholders” are. Identify stakeholders who a) are directly interested in meeting the needs of beneficiaries that are reflected in your ideal situation; b) are indirectly interested in this, c) are directly interested in ensuring that these needs of the beneficiaries are not met, d) are indirectly interested in this. The first two groups of stakeholders are your potential project partners, the second are the source of possible project risks;

6. analyze the real situation. Make an unstructured list of problems;

It should be remembered that the situation is only a part of the reality around us, which we delimit in our reflections from reality as a whole, considering it from a certain point of view. For example, in reality, an educational and digestive process may occur simultaneously with a child in a lesson. We consider the child within the framework of one of these processes, describing the situation, and ignore the child within the framework of the other. Moreover, within the framework of which one is determined by our point of view (most likely, the teacher will focus on the first process, he will not be concerned about the breakdown of proteins that occurs simultaneously with oral counting, and the school nurse will focus on the second).

In addition, all objects and phenomena within a certain situation are always considered in interconnection. That is, the situation appears to be a single whole, a system of many elements.

7. Discuss the unstructured list of problems with members of the project team and reference representatives of the beneficiaries and stakeholders you assigned to the first two groups.

Using the information gathered during the stakeholder analysis stage, project planners can better organize the preparatory process. In addition, the subject of the project receives a vision of the contradictions concerning the beneficiary through the eyes of subjects of the external environment, which will make it possible to clarify and supplement the list of problems.

Problems can be identified at different levels:

Rice. 1. Ratio of levels of problem identification.

It is clear that the reasons for the existence of a higher-level problem should be sought in lower-level problems (see Fig. 1). However, cause-and-effect relationships can also exist between problems at the same level. For example, the absence of one result may cause the absence of another result.

The algorithm for constructing a problem tree is as follows:

Start building a problem tree with a problem that you would like to solve within the project;

If a problem is the cause of another problem, place it one level lower, connecting it with a line to the effect problem;

if the problem is a consequence of the existence of another problem, place it one level higher, connecting it with a line to the cause problem;

Test yourself:

If there are several problems at the same level, they should not be the cause or consequence of each other;

Does the logic of the problem tree correspond to the cause-and-effect relationships between the levels of effects, results, activities, and resources.

Find in your problem tree those places where the cause-and-effect relationships are interrupted (one level is missing) or are not obvious. Formulate the missing problems.

Test yourself:

If a problem has only one reason for existing, then either you have missed at least one more reason, or you have replaced the reason for the problem's existence with another formulation of the same problem;

Indicate which problems are solvable within the framework of your project (are within the competence of the project subject) and which are not.

It is necessary to determine how the problems that, according to the results of the analysis, are at the same level relate to each other. Here it is necessary to determine what influences the existence of the problem-consequence: each of the problem-causes separately or the entire set of problem-causes. This is important because a problem can be resolved by eliminating the reasons for its existence or neutralizing their impact on the situation. If eliminating most of the causes of a problem you have identified as core to the project is beyond your control, it is unsolvable. This means that the project you have in mind is technically impossible. In this case, analyze how appropriate it is to solve a problem located at a lower level using the project.

State the key problem of your project.

Test yourself:

the key problem is formulated correctly if it is based on a contradiction between the desired and the real;

the formulated problem can be solved by the project subject (if it is not obvious, this must be justified);

none typical mistakes in the formulation of the problem: poor detail, a problem with an obvious solution, a problem with the substitution of a contradiction).

If the elimination (neutralization of the impact) of the causes of the existence of a key problem, the resolution of which the project is aimed at, lies beyond the competence of the project subject, this problem is unsolvable. This means that the planned project is technically impossible and its further development is pointless. Therefore, when presenting the results of the analysis of the problem in the text of the project development, one should pay special attention to the justification of the solvability of the problem, if it is not, from the author’s point of view, obvious.

Under the control of the innovation process in educational institution one should understand in a certain way the organized interaction of control and managed systems, aimed at optimizing and humanizing the educational process, at increasing the results of education, upbringing and development of students by introducing something new into the goals, content and organization of the work carried out by educational institutions (S.V. Sidorov).

The management of the innovation process is influenced by various factors of the external and internal environment, so it should be considered as the combined management of the following interrelated processes: implementation of instructions and recommendations of higher education authorities; introduction of new achievements in pedagogical science and related sciences into pedagogical practice; mastering advanced pedagogical experience; study and generalization of teaching experience within the school; studying the educational needs of students, the wishes of parents and the social environment; nomination innovative ideas, development, examination and implementation of innovations within the school; increasing the innovative potential of the school as the ability of educational participants to implement innovation activity.

Innovation management is a complex, multifunctional process, including a diverse set of actions, including: setting strategic and tactical goals, analyzing the external environment taking into account uncertainty and risk, analyzing the infrastructure and capabilities of the institution, diagnosing the actual situation, forecasting the future state of the institution, searching for sources creative ideas and their financing, formation of an innovation portfolio, strategic and operational planning, management of scientific and methodological developments, improvement organizational structures, analysis and assessment of the effectiveness of innovations, development of strategy and tactics innovative marketing, diversification and risk management, etc.

But the main directions and tasks of innovation management include: development and implementation of a unified innovation policy; defining a system of strategies, projects, programs; resource provision and control over the progress of innovation activities; personnel training and education; formation of target teams, groups implementing innovative projects, creating an innovative environment.

Scientists believe (T.I. Shamova, M.M. Potashnik, N.P. Kapustin, etc.) that management of the innovation process in the context of the holistic development of the school should be carried out comprehensively and include the following aspects:

· work with teaching staff aimed at creating the prerequisites for innovative pedagogical activities;

· work with students, which involves studying and taking into account the interests and educational needs of students, creating conditions for children to adapt to the ongoing changes;

· work with parents aimed at developing a positive family attitude towards innovations introduced at school and involving parents in participating in the innovation process;

· improving the work of the overall subject of intra-school management in order to maximize the use of resources available at the school;

· making connections with the school environment to most fully meet the educational needs of society and attract additional resources to the school;

· monitoring, analysis and regulation of innovation activities;

· implementation information support innovation activity.

School development based on innovation is a complex and lengthy process, the construction of which inevitably acquires a strategic nature and requires the development of an appropriate management strategy.

The choice of innovation strategy is one of the most important problems of innovation management. The results of numerous studies confirm that the innovation strategies chosen by an organization underlie the success of its activities.

Effective management the innovation process is implemented through an innovation mechanism. An innovation mechanism is a set of organizational, managerial, financial-economic, legal, informational, technical and moral-psychological factors (their interrelation and interaction) that contribute to the successful implementation of innovation activities and increasing the efficiency of its results.

Elements (components) of the innovation mechanism: innovation legislation; organizational forms of innovative relations; methods of management, financing and evaluation of the effectiveness of innovation results; moral and psychological methods of influencing innovation activity; measures of information technology equipment for the innovation process, etc.

Contradiction and multidirectionality innovation processes in real conditions of intra-school management determine the need for their streamlining. The optimal way to streamline innovation activities is program-targeted management of a developing school.

Program-target control carried out as the implementation of targeted school development programs. The school development program is “a means of integrating the efforts of all subjects of innovation and is aimed at qualitatively updating the life of the school as a holistic pedagogical system"(L.V. Shmelkova).

In the process of transferring an educational institution to development mode, the following stages are distinguished:

1. Awareness of the importance, necessity and inevitability of future transformations by one of the members of the administrative team of the educational institution, i.e. the presence of a kind of “idea mastermind” and “generator” of future ideas.

2. Formation of a team, which implies not so much an administrative (managerial) team, which in itself is indispensable and a necessary condition, how many ideological supporters from the teaching staff are methodically and technologically prepared for the implementation of innovation.

3. Motivating members of the teaching staff and developing teachers’ readiness for innovative activities.

4. Problem analysis of the school, construction of a “problem field” and identification of the main (key) problem of your educational institution today.

5. Development of a project idea for school development. This is the choice of the object of innovation, which should proceed from vital necessity specific school and clearly be understood by the majority of participants in the educational process.

6. Determination of specific management actions to implement the developed idea, i.e. drawing up a plan or program for its implementation.

7. Tracking the first steps to implement the project idea in order to correct subsequent management actions.

As part of managing innovation processes, the following set of management actions is required:

development of a regulatory framework for managing the innovation process, including a description functional responsibilities and interaction mechanisms structural divisions control system;

determining the content of innovations that ensure the holistic development of the school based on the integration of the innovative potential of the school, family and social environment;

development of scientific and methodological support for the innovation process;

preparing units of the innovation process management structure to fulfill their functional responsibilities, teaching staff for innovation activities, students and their parents to participate in the innovation process;

updating the internal school management structure; creation of an innovative school council, innovative and expert groups, creative associations of teachers, students, and parents;

renewal and reconstruction of material and technical equipment of the educational process;

implementation of a personally adapted system of continuous education and self-education teaching staff aimed at increasing professional and pedagogical competence in the development of innovations;

implementation of a system of organizational and procedural mechanisms for the promotion, examination and implementation of innovative ideas;

implementation of a system of management support for educational initiatives and pedagogical creativity;

introduction of innovation examination methodology;

development and introduction of standards for assessing innovative pedagogical activities;

introduction of technology for determining the effectiveness of innovation process management in schools;

introduction of additional educational services.

The most important aspect of management, which determines the effectiveness of innovation activity in a school, is the organization of the work of subjects of the innovation process. Subjects of the innovation process are individuals, bodies, organizations involved in the process of school renewal.

The main problem of change management is the emergence of the phenomenon of resistance to change. As arguments against the introduction of innovations, judgments constructed as a set of variations on the theme “Yes, but...” (A.I. Prigogine) are often cited:

“We already have this.” As a rule, a similar innovation is given. In this case, the opponent’s task is to prove the deceptiveness of the similarities and the significance of the differences.

“We won’t be able to do this.” In support of this thesis, objective, in the speaker’s opinion, conditions are usually given that make the introduction of a specific innovation impossible.

“It doesn’t solve the main problems.” This statement is made as if from a radical position. Since the distinction between primary and secondary is a matter of interpretation, the possibility of retraction is almost guaranteed.

“This needs work.” Of course, every innovation, every project needs improvement. And by putting forward this thesis, the weak points of the innovation are really pointed out. The innovation is endowed with the characteristic of “raw” and therefore it seems that it should not be implemented.

“Not everything is equal here.” If you cut off some details from an innovation, then a tangible planned effect is no longer expected.

“There are other proposals.” In this case, an alternative to this innovation is implied, but not at all with the aim of offering best solution, but only in order to generally divert attention from the application of innovations.

In psychology, there is a classification of subjects of innovation compiled by E. Rogers:

Group 1 - innovators, usually 2.5% of the team, they are always open to new things, absorbed in innovations, characterized by some adventurous spirit, and intensively communicate with local groups.

Group 2 - early implementers - 13.5%. They follow innovators, but are more integrated into their local association, exerting influence and often becoming opinion leaders. They are valued as reasonable implementers.

Group 3 - preliminary majority - 34%. They rarely act as leaders; they master innovations after the “early implementers”, but much earlier than the so-called “average” ones. They need much more time to make a decision than the leading groups.

Group 4 - late majority - 34%. Treating innovations with a fair amount of skepticism, they begin to master them, sometimes under pressure from the social environment, sometimes as a result of assessing their own needs, but under one condition: when the team clearly and unequivocally speaks out in their favor (“Average Implementers”).

Group 5 – fluctuating, usually 16%. Their main characteristic is their focus on traditional values. The decision to adopt an innovation is made with great difficulty, being the last to adopt, being, in fact, a brake on the spread of innovation.

In relation to innovation among teachers, the situation looks a little different: innovators make up 6.6%, progressives - 44.7%, moderates - 17.7%, about a third are reserved towards innovations (K. Angelovski).

The situation is characterized in a special way when the innovator is a leader - a school director or his deputy, a manager at another level. In this case, it is necessary to provide for possible types of reactions on the part of subordinates to innovative actions coming from the leader.

Among the possible models of a person’s reaction to innovation being “imposed” on him, there are 5 phases: denial, resistance, research, involvement, traditionalization (K. Ushakov).

The most important condition for the success of innovation is the presence in the school of an innovative environment - a certain system of moral and psychological relations, supported by “a set of measures of an organizational, methodological, psychological nature, ensuring the introduction of innovations into educational process schools." (Skatkin M.N.)

Signs of an innovative environment include: the ability of teachers to be creative, the presence of partnerships and friendships in the team, good feedback(with students, families, society), as well as integrative characteristics of a highly developed team (common value orientations, interests, goals, etc.).

Among the organizational and managerial conditions for the creation and development of an innovative environment, scientists highlight: the implementation of a personally adapted system of continuous improvement of professional and pedagogical competence; management support for educational initiatives and pedagogical creativity; creation of a flexible system of organizational and procedural mechanisms for the promotion, examination and implementation of innovative ideas; integration of innovative potentials educational environment; formation of an aggregate subject for managing the innovation process at school.

Known in management practice various shapes integration of innovative efforts, increasing the innovative potential of the organization, involving teachers in innovative activities. This is an ongoing seminar on current issues that the school is working on; internship, advanced training; pedagogical, methodological advice, round tables, discussions; business, role-playing, heuristic games to generate new pedagogical ideas; creative work teachers in school and district municipalities; self-education, work with scientific and methodological literature; independent research, creative activity on a topic, participation in collective experimental research activities within the framework of a common problem; workshops, trainings; innovative technologies training, interactive methods of scientific and methodological work; description of innovation as work experience, presentations at scientific and practical conferences, seminars; creative reports from teachers on summarizing experience, etc.

Management in innovation management is carried out using various methods, which represent a system of rules and procedures for performing various tasks of innovation management. Used as general management methods applied in all areas management activities, and special ones characteristic of innovation management. Special methods include: methods for identifying opinions (interviews, opinion surveys, sample surveys, examination); analytical methods (system analysis, script writing, network planning, functional cost analysis, economic analysis); assessment methods (risk, chances, innovation efficiency, etc.); methods of generating ideas (brainstorming, synectics method, morphological analysis, business games and situations); decision making (decision tables, construction of decision trees, comparison of alternatives); forecasting methods (expert, extrapolation, analogies, Delphi method, simulation models), visual presentation (graphical models, job descriptions and instructions); methods of argumentation (presentations, negotiations). (P.N. Zavlin, A.K. Kazantsev, L.E. Mindeli).

In managing innovation processes in education, the following methods of managing innovation activities have proven their effectiveness: methods of creating (forming) effectively working creative, research groups, effective system communications; motivation methods (stimulation, creation of a creative field, motivating control); methods for creating conditions for professional growth members of the teaching staff; methods of regulating the socio-psychological climate in the team, forming an intra-school culture, integrating the efforts of the subjects of the innovation process in achieving the goals of school development.

The result of innovative activity is specific changes in the object of transformation, the quality of educational, pedagogical and managerial activities. Pedagogical monitoring allows for continuous scientifically based diagnostic and prognostic monitoring of the state, development of the innovation process, and the quality of its management.

The quality of innovative activities of educational institutions is assessed based on three groups of criteria:

· criterion for the quality of transformations, expressed in the ratio of the actual results of the school’s activities with the set goals of innovation, the model of the school graduate, government educational standards etc.;

· efficiency criterion, reflecting the ratio of achieved results to the expenditure of time, effort, and other resources;

· criterion of motivation, the so-called criterion of school well-being of students and teachers.

To measure the effectiveness of school development management, V.S. Lazarev offers the following evaluation criteria:

· The level of awareness of members of the teaching staff about innovations that can potentially be mastered by the school (the level of awareness about the possibilities and limitations of the school’s development).

· Complete identification of current school problems (understanding by team members of the school’s problems, as well as their cause-and-effect relationships).

· Rationality in the choice of general and specific goals for innovative activities in the school: the goals set are as close as possible to the possibilities of solving current problems of the school.

· Integration of school development goals: the goals of individual innovations are consistent with common goal and among themselves.

· Realism of plans: the degree of validity of statements about the provision of certain areas of innovation activity with the necessary resources.

· Interest of the school teaching staff in learning new things.

· Controllability of innovation processes at school.

Questions for discussion and assignments:

1. Models of innovative management of educational institutions.

2. Development of a development strategy for the educational institution.

3. Stages of organizing innovations in educational institutions.

4. Monitoring the quality of innovation processes in the educational institution.

5. Working with sample programs innovative development of educational institutions.

6. Develop questionnaires for managers and teachers to assess the quality of innovation.

7. Make an annotated list of Internet resources on innovation issues

Glossary of innovation terms

Innovation activities– a process aimed at realizing results scientific research and developments or other scientific and technical achievements into a new or improved product sold on the market, into a new or improved technological process used in practical activities.

Innovation (innovation)- the final result of innovative activity, embodied in the form of a new or improved product sold on the market (innovation - product), new or improved technological process, used in practical activities (innovation - process).

Innovation potential(state, region, industry, organization) - a set of different types of resources, including material, financial, intellectual, scientific, technical and other resources necessary for carrying out innovative activities.

Innovation sphere- the sphere of activity of producers of innovative products (works, services), including the creation and dissemination of innovations.

Innovation project- a set of interrelated activities that ensure, over a given period of time, the creation and distribution of a new type of product or technology in order to generate profit or other beneficial effect.

Innovation program(federal, interstate, regional, interregional) - a set of innovative projects and activities, linked by resources, performers and timing of their implementation and ensuring effective solution tasks for the development and dissemination of fundamentally new types of products (technologies).

Innovation infrastructure is a set of objects of innovation activity and the relationships between them that produce new knowledge and innovations, transform them into new products and services, ensure their distribution and consumption in market conditions.

Literature and Internet resources:

1. Khutorskoy A.V. Modern pedagogical innovations in the classroom. // http://www.eidos.ru/journal/2007/0705-4.htm.

2. http://wiki.iteach.ru/

3. http://www.vestnik.edu.ru

4. http://www.school.edu.ru

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